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Blended Design and Project Based Learning: a future for engineering education
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Monday, December 7 • 11:50am - 12:05pm
| 1A | Teaching engineering research skills in a flipped classroom

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Engineering education literature is increasingly laden with discussion of the outdated nature of the traditional lecturing style. Felder (in McCabe et. al. eds. 'Shaking the Foundations of Geo-engineering Education', CRC Press, 2012) nicely summarises the motivation for reform – steadily declining interest in engineering among high school students and chronic complaints from employers of graduates about deficiencies in critical thinking, teamwork and communication skills – and outlines some characteristics of what he calls the ‘emerging paradigm’, including curricula focused on skills as well as content, teaching styles to address a variety of learning styles and teaching dominated by active learning whereby students are actively involved._x000D_
Specifically with regard to teaching soft skills, Woods et el. (Chem. Engr. Ed. 2000) states process skills are “hard to define explicitly, let alone develop and assess”. The article stresses that skills should be developed via practice, that the process must be assessed as well as, or instead of, the product, and that monitoring and reflection of mental processes are key for understanding. A comparison of problem-based learning (PBL) versus traditional lecturing in an electrical engineering course demonstrated doubled learning gains from the PBL method (Yadov, J. Eng. Ed. 2011). A comprehensive review of active learning literature showed consistent improved learning outcomes across all studies of collaborative learning when compared with independent learning (Prince, J. Eng. Ed. 2004)._x000D_
Given this backdrop, we prioritised student-centred learning in designing our new research skills course, using teaching methods focused on active, collaborative, project-based learning._x000D_


Monday December 7, 2015 11:50am - 12:05pm
Rincon Room RACV Torquay map C3

Attendees (13)